University  o!  the  State  oi  New  York  Bulletin 

Entered  as  second-class  matter  August  2, 1913,  at  the  Post  Office  a*  Albany,  N.  Y.,  under  the 

act  of  August  24,  1912 

Published  fortnightly 

No.  554  . ALBANY,  N.  Y.  November  i,  1913 


COURSE  OF  STUDY  AND  SYLLABUS 


FOR 


THE  COLLEGE  GRADUATE  CERTIFI- 
CATES 


PAGE 


Introduction 4 

Syllabus 8 

Psychology 8 


PAGE 


History  of  education 14 

Principles  of  education 20 

Method  in  teaching 26 


ALBANY 

THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

1914 


K4r-Di3*20oo  (7-11421) 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

Regents  of  the  University 
With  years  when  terms  expire 

1917  St  Clair  McKelway  M.A.  LL.D.  D.C.L.  L.H.D. 


Chancellor  Brooklyn 

1914  Pliny  T.  Sexton  LL.B.  LL.D.  Vice  Chancellor  Palmyra 

1915  Albert  Vander  Veer  M.D.  M.A.  Ph.D.  LL.D.  Albany 

1922  Chester  S.  Lord  M.A.  LL.D. New  York 

1918  William  Nottingham  M.A.  Ph.D.  LL.D.  — Syracuse 

1921  Francis  M.  Carpenter  Mount  Kisco 

1923  Abram  I.  Elkus  LL.B.  D.C.L. New  York 

1916  Lucius  N.  Littauer  B.A. Gloversville 

1924  Adelbert  Moot  - • Buffalo 

1925  Charles  B.  Alexander  M.A.  LL.B.  LL.D.  Lit.D.  Tuxedo 

1919  John  Moore Elmira 

1920  Andrew  J.  Shipman  M.A.  LL.B.  LL.D. New  York 


President  of  the  University 
and  Commissioner  of  Education 

John  H.  Finley  M.A.  LL.D. 

Assistant  Commissioners 

Augustus  S.  Downing  M.A.  L.H.D.  LL.D.  For  Higher  Education 
Charles  F.  Wheelock  B.S.  LL.D.  For  Secondary  Education 
Thomas  E.  Finegan  M.A.  Pd.D.  LL.D.  For  Elementary  Education 

Director  of  State  Library 

James  I.  Wyer,  Jr,  M.L.S. 

Director  of  Science  and  State  Museum 

John  M.  Clarke  Ph.D.  D.Sc.  LL.D. 

Chiefs  of  Divisions 

Administration.  George  M.  Wiley  M.A. 

Attendance,  James  D.  Sullivan 

Educational  Extension,  William  R.  Watson  B.S. 

Examinations,  Harlan  H.  Horner  B.A. 

History,  James  A.  Holden  B.A. 

Inspections,  Frank  H.  Wood  M.A. 

Law,  Frank  B.  Gilbert  B.A. 

Library  School,  Frank  K.  Walter  M.A.  M.L.S. 

Public  Records,  Thomas  C.  Quinn 
School  Libraries,  Sherman  Williams  Pd.D. 

Statistics,  Hiram  C.  Case 

Visual  Instruction,  Alfred  W.  Abrams  Ph.B. 

Vocational  Schools,  Arthur  D.  Dean  D.Sc. 


University  ol  the  State  ol  New  York  Bulletin 

Entered  as  second-class  matter  August  2,  1913,  at  the  Post  Office  at  Albany,  N.  Y., 
under  the  act  of  August  24,  1912 

Published  fortnightly 


« . 

No.  554  ALBANY,  N.  Y.  November  i,  1913 


COURSE  OF  STUDY  AND  SYLLABUS 

FOR 

THE  COLLEGE  GRADUATE  CERTIFI- 
CATES 


REVISED  BY  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

July  1,  1912 


UNDER  ADVICE  AND  COOPERATION  OF  THE  FOLLOWING  COMMITTEE: 

Prof.  J.  R.  Street  Ph.D.,  Syracuse  University,  Chairman 
Prof.  Henry  Suzzello  Ph.D.,  Columbia  University 
Prof.  Charles  DeGarmo  Ph.D.,  Cornell  University 

Augustus  S.  Downing  M.A.  L.H.D.  LL.D.,  Assistant  Commissioner  for 
Higher  Education 


Approved  December  n,  1913 


President  of  the  University  and  Commissioner  of  Education 


INTRODUCTION 


The  course  of  study  herein  set  forth  is  prescribed  under  au- 
thority of  the  Education  Law,  section  553(2)  and  Regents 
Rules,  section  408c,  for  schools  of  education  in  colleges  and 
universities.  “ School  of  education  ” means  any  teachers  college 
or  school  of  pedagogy,  or  the  department  of  education  in  a 
university  whatever  the  corporate  title.  The  successful  comple- 
tion of  the  course  of  study  entitles  a student  to  the  college  gradu- 
ate professional  provisional  certificate  based  upon  the  condition 
that  the  student  shall  be  in  good  and  regular  standing  for 
the  B.  A.,  B.  S.,  B.  L.,  Ph.  B.,  M.  A.,  M.  S.,  or  Ph.  D.  degree  in 
a college  or  university  registered  under  sections  401,  404,  4080, 
or  408b. 

The  purpose  of  the  syllabus  is  to  assist  applicants  in  meeting 
the  requirements  for  two  grades  of  certificates,  each  of  which  is 
of  two  classes.  These  two  grades  are  grouped  both  in  order  of 
importance  and  of  historical  sequence,  the  earlier  and  lower  first; 
the  later  and  higher  second. 

1 The  college  graduate.  The  two  classes  of  this  grade  are  the 
limited  and  the  life. 

a The  limited.  A certificate  valid  for  two  years  is  granted  to 
the  graduate  of  an  approved  college  registered  by  the  Regents 
under  the  sections  enumerated  above.  This  certificate  is  limited 
to  teaching  in  high  schools  and  in  primary  or  grammar  schools 
except  in  the  primary  or  grammar  grade  of  a city  or  village  of 
5000  or  more  inhabitants  employing  a superintendent  of  schools. 
It  may  be  renewed  for  one  year  on  application  for  indorsement, 
provided  the  holder  has  passed  the  prescribed  examinations  dur- 
ing the  period  of  its  validity.  The  prescribed  examinations  are 
in  the  theory  and  practice  of  education. 

b The  life.  At  the  end  of  three  years  of  successful  experience 
in  teaching,  at  least  two  years  of  which  must  be  in  this  State,  a 
college  graduate  certificate  is  issued,  valid  for  life  in  any  grade 
of  any  school. 

2 The  college  graduate  professional.  The  two  classes  of  this 
grade  are  the  provisional  and  the  permanent. 

a The  provisional.  This  certificate  is  valid  for  three  years  in 
any  grade  of  any  school.  It  is  issued,  on  application,  to  the 
graduate  of  any  college  registered  under  the  sections  enumerated 
above,  provided  the  course  in  education  approved  by  the  Regents 


4 


<L 

Tto.5'5'4, 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


5 


for  the  training  of  teachers  is  successfully  completed.  It  may  be 
renewed  by  indorsement. 

b The  permanent.  This  certificate  is  issued  to  the  holder  of  the 
provisional  certificate  only.  The  holder  of  a provisional  certifi- 
cate that  affords  evidence  of  three  years’  successful  experience  in 
teaching  during  the  validity  of  the  provisional  certificate  is  en- 
titled to  receive  a permanent  certificate  provided  that  at  least  two 
years  of  the  experience  was  acquired  in  schools  of  New  York 
State. 

More  detailed  information  regarding  these  certificates  is  given  in 
Handbook  32  which  also  gives  the  lists  of  colleges  and  universities. 

Registration  and  approval  of  college  or  university.  The  regis- 
tration of  a college  or  university  is  a formal  act  by  the  Regents 
of  The  University  of  the  State  of  New  York  based  on  the  recom- 
mendations of  the  President  of  the  University. 

If  it  appears  that  a college,  university  or  professional  school 
maintains  approved  standards  of  equipment  and  instruction  and 
possesses  resources  at  least  equivalent  to  those  prescribed  by  the 
laws  of  the  State  of  New  York,  it  may  be  registered  by  the 
Regents  for  the  purpose  of  having  its  work  recognized  for 
professional  licenses  and  for  university  credentials. 

An  educational  institution  desiring  admission  to  or  continuance 
on  the  roll  of  registration  must  file  a written  application  giving 
the  information  requested  in  the  form  prescribed  by  the  Regents. 
Such  application  must  be  on  file  at  The  University  of  the  State  of 
New  York  at  least  ten  days  before  the  meeting  of  the  Regents  at 
which  action  thereon  is  to  be  taken. 

Application  form  1 for  the  registration  of  a college  or  univer- 
sity can  be  obtained  on  application  to  the  Assistant  Commissioner 
for  Higher  Education. 

Institutions  without  the  United  States  and  Canada  are  not 
formally  recommended  to  the  Regents  for  registration.  The 
detailed  record  of  each  applicant  is  essential  to  determine  what 
recognition  may  be  accorded  the  degrees  or  licenses  from  the  higher 
institutions  or  examining  bodies  of  Europe  and  other  countries. 

The  approval  of  the  teachers  training  course  lies  with  the  Presi- 
dent of  the  University.  There  are  several  prerequisite  conditions  to 
be  met  and  requirements  to  be  accepted  by  the  college  or  university 
desiring  the  approval  of  its  teachers  training  course,  section  408  c, 

1 The  certification  by  the  board  of  trustees  to  the  President  of 


6 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


The  University  of  the  State  of  New  York  that  a regular  chair  of 
pedagogy  has  been  established  in  the  college  or  university. 

2 The  formal  adoption  by  the  board  of  trustees  of  the  profes- 
sional course  of  study  approved  by  the  President  of  the  University 
and  the  formal  acceptance  of  its  conditions  and  requirements.  Evk 
dence  of  the  formal  adoption  and  formal  acceptance  duly  attested 
must  be  filed  with  the  President  of  the  University.  The  prescribed 
course  is  a minimum  course  and  may  be  extended  by  the  board  of 
trustees. 

3 The  approved  course  of  study  shall  be  pursued  during  the 
last  two  years  of  the  college  course. 

4 At  the  beginning  of  each  year  a list  of  the  students  registered 
for  this  course  must  be  filed  with  the  President  of  the  University. 
At  the  close  of  the  year  the  trustees  must  report  the  year’s  work 
and  recommend  the  students  entitled  to  receive  the  provisional 
certificate. 

5 An  inspection  shall  be  made  by  the  President  of  the  University 
which  shall  include  such  examinations,  preliminary,  in  course,  or 
final,  as  may  be  prescribed  to  test  the  character  of  instruction  and 
the  capacity  of  the  student. 

The  professional  certificate  is  issued  only  on  application  of  the 
candidate.  The  application  must  be  made  upon  a blank  furnished 
hv  The  University  of  the  State  of  New  York  which  must  contain  a 
statement  of  the  dean  that  the  applicant  has  completed  the  course 
in  education;  has  been  regularly  graduated  from  the  college;  is  en- 
titled to  a registered  degree;  is  of  good  moral  character  and  is 
worthy  to  be  employed  in  the  public  schools  of  the  State.  Further 
assurance  is  required  that  the  applicant  is  under  engagement  to 
teach  in  New  York  State. 

The  examinations  for  the  renewal  of  the  limited  certificates 
are  held  each  year  in  May  and  in  August.  The  May  examinations 
are  held  in  connection  with  the  other  professional  licensing  examina- 
tions of  The  University  of  the  State  of  New  York  in  Albany,  Buf- 
falo, New  York  and  Syracuse  and  at  other  places  designated  from 
time  to  time  by  the  University. 

The  August  examinations  are  also  held  at  the  various  colleges 
in  the  State  where  summer  courses  are  conducted  covering  wholly 
or  in  part  the  course  of  reading  in  the  principles  of  teaching 
based  on  the  Syllabus  for  Schools  of  Education. 

The  subjects  of  these  examinations  are  psychology,  history 
of  education,  principles  of  education,  methods  of  teaching  — 
general  and  special. 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


7 


The  dates  for  the  May  and  August  examinations 


MONTH  AMD  YEAR  1 9 1 1 IQI2  I913  1914  I915 

May  25-26  16-17  22-23  21-22  27-28 

August 15-16  15-16  14-15  13-14  12-13 

DAILY  PROGRAM  MORNING  AFTERNOON 

Day  9-15  i-i5 

1st Psychology  Methods 

2d Principles  of  education  History  of  education 


Candidates  desiring  to  enter  any  of  these  examinations  should 
communicate  with  the  University  at  least  two  weeks  before 
the  date  set  specifying  the  subjects  in  which  they  wish  to  be 
examined. 

Course  of  study 

The  course  of  reading  in  the  principles  of  teaching  recom- 
mended as  a preparation  for  the  prescribed  examination  for  the 
renewal  of  the  limited  certificate  is  included  in  the  syllabus  under 
the  heading  “ Books  for  study.” 

The  minimum  course  of  study  approved  by  the  President  of  the 
University  for  the  training  of  teachers  in  schools  of  education  must 
include  the  following  subjects  and  to  satisfy  the  requirements  of 
the  statute  the  course  must  extend  over  a period  of  at  least  thirty- 
eight  weeks : 

Psychology  — general  and  educational 90  hours 

History  of  education  and  principles  of  education 90  hours 

Methods  of  teaching 60  hours 

Observation 20  hours 


SYLLABUS 


ON 

A Psychology:  general  and  educational 
B History  of  education 
C Principles  of  education 
D Method  in  teaching 

TO  ACCOMPANY  A COURSE  OF  READING  FOR  RENEWAL  OF  THE  COLLEGE 
GRADUATE  CERTIFICATE  LIMITED,  AND  TO  FORM  A BASIS 
FOR  THE  TRAINING  OF  TEACHERS  IN  COLLEGES 
AND  UNIVERSITIES 

A 

PSYCHOLOGY 

Introduction.  A knowledge  of  psychological  facts  is  funda- 
mental to  the  comprehension  of  educational  principles  and  to  the 
development  of  the  proper  ways  and  means  of  instruction.  The 
study  of  psychology  therefore  should  concern  itself  fully  as  much 
with  how  its  laws  function  in  life  as  with  the  discovery  of  these 
laws  and  their  organization  into  a science.  For  the  purposes 
of  this  syllabus  more  attention  must  be  given  to  the  educational 
than  to  the  scientific  aspect.  It  is  necessary  however  that  the 
candidate  first  orient  himself  in  the  psychological  facts.  It  is 
therefore  suggested  that  he  carefully  familiarize  himself  with 
some  general  text  on  psychology,  and  for  the  purpose  two  are 
named  below.  He  should  then  work  himself  topically  through 
the  psychological  field,  using  a much  wider  reference  than  can 
be  found  in  any  one  text. 

This  syllabus  is  designed  to  guide  the  candidate  into  a wise 
choice  of  topics  and  manner  of  treatment,  and  to  point  out  the 
literature  that  may  be  profitably  consulted.  On  each  topic  no 
superfluous  references  have  been  given.  The  candidate  there- 
fore will  be  held  for  a masterful  knowledge  of  each  of  these  topics 
and  for  a keen  appreciation  of  their  pedagogic  import. 

General  psychology 

Pillsbury.  Essentials  of  Psychology.  (Macmillan) 

James.  Briefer  Course  in  Psychology 

8 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


9 


Educational  psychology 

Outlines  of  Educational  Psychology.  (Warwick) 

Colvin.  The  Learning  Process.  (Macmillan) 

It  is  further  recommended  that  those  candidates  that  are  pre- 
paring the  work  without  the  guidance  of  an  instructor  make  free 
use  of  Whipple’s  Questions  on  Psychology.  (Bardeen) 

Psychology.  Its  nature,  scope  and  problems;  its  subdivisions 
and  province  of  each  as  child,  adult,  normal,  abnormal,  descriptive, 
structural,  dynamic,  functional,  biologic,  human  animal,  com- 
parative, genetic,  individual,  racial,  social,  physiological,  experi- 
mental, and  rational  psychology.  The  bearing  of  each  of  these 
on  the  problems  of  education. 

Reference 

General  literature  on  psychology. 

The  psychophysical  organism.  Mind  and  body  and  their 
relations;  the  cerebro-spinal  and  the  sympathetic  nervous 
system,  structure  and  function  of  each ; the  brain  and  its  struc- 
ture and  function ; localization ; spinal  cord,  its  structure  and 
function ; reflex  arc ; the  senses,  their  physiology  and  defects ; 
modes  of  determining  their  condition  ; growth  and  its  physio- 
logical changes  and  its  laws. 

References 

Whittaker.  The  Anatomy  of  the  Brain  and  Spinal  Cord.  (E.  & S. 
Livingston,  Edinburgh) 

McKendrick  and  Snodgrass.  The  Physiology  of  the  Senses.  (Scribner) 

Donaldson.  The  Growth  of  the  Brain. 

(Any  good  anatomy  may  be  substituted  for  Whittaker) 

Inherited  forms  of  action.  Heredity  defined,  its  laws  and  the 
factors  of  heredity;  the  gifts  of  heredity;  its  limitations;  heredity 
and  physical  and  moral  powers ; heredity  and  race  degeneracy ; ca- 
pacities, aptitudes  and  temperament;  reflexes  and  automatisms; 
instinct,  its  nature  and  function;  useful  and  harmful  instincts; 
self-preservative  instincts ; group,  social  and  sex  instincts ; adaptive 
and  miscellaneous  instincts;  instincts  and  intelligence. 

References 

Davenport.  Heredity  in  Relation  to  Eugenics 

Kirkpatrick.  Fundamentals  of  Child  Study.  (Macmillan) 

Doncaster.  Heredity  in  the  Light  of  Recent  Research.  (Cambridge 
Press) 

Jordan.  The  Heredity  of  Richard  Roe.  (Amer.  Unitarian  Assn.  Press) 


TO 


THE  UNIVERSITY  OF  TIIE  STATE  OF  NEW  YORK 


Sensation.  Its  nature,  physical  basis,  classification,  relation 
to  the  cognitive  process. 

Perception.  Nature;  basis  and  factors  involved;  its  product; 
part  in  cognition;  type  of  ideas  produced;  part  in  education; 
illusions,  hallucinations,  observation. 

References 

James.  Principles  of  Psychology,  ch.  2-6 
Titchener.  Outlines  of  Psychology,  ch.  2-4 

General  principles  of  mental  elaboration  and  organization 

a Elaboration  in  general. 

b Attention;  definition;  conditioning  elements;  kinds  and 
classification;  relation  to  mental  processes;  diffusion  and  its 
causes;  child  and  adult  attention;  the  training  of  attention; 
relation  of  attention  to  the  process  of  teaching. 

c Interest ; its  nature,  origin,  kinds ; relation  to  social  and  mental 
activities ; means  of  securing  it ; interest  as  the  basis  of  instruction. 

d Association  of  ideas ; its  meaning ; laws ; neural  basis ; its 
relation  to  imagination;  to  learning;  subconscious  association. 

References 

b Any  good  psychology,  as  James’s  Principles,  v.  1,  ch.  11.  Ribot, 
Psychology  of  Attention  (Open  Court) 
c Ostermann.  Interest.  (Kellogg) 

DeGarmo.  Interest  and  Education.  (Macmillan) 
d James.  Principles  of  Psychology,  ch.  14 

Colvin.  The  Learning  Process,  ch.  11-13.  (Macmillan) 

Memory.  Its  general  nature;  physical  basis;  elements  in- 
volved ; retention  and  recall  and  their  conditions ; kinds  of 
memory;  growth  conditions  needful  for  good  memory;  how 
weakened. 

References 

James.  Principles  of  Psychology,  ch.  16 

Kay.  Memory,  What  It  Is  and  How  to  Improve  It.  (Appleton) 

Imagination.  Its  nature  and  importance;  relation  to  memory; 
imitative  nature;  kinds;  role  in  plays  and  games;  its  function  in 
intellectual,  scientific,  esthetic  and  moral  development,  method  and 
means  of  development. 

References 

School  Review,  Dec.  1898,  p.  692-724 

Halleck.  Education  of  the  Central  Nervous  System 

Miller.  The  Psychology  of  Thinking,  ch.  n-14.  (Macmillan) 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


II 


Conception.  Nature;  processes  involved;  the  concept  and 
classification;  psychological  and  logical  concepts;  function  of  the 
concept  in  the  process  of  thinking;  content  and  extent  of  con- 
cept; language  and  thought;  place  of  concept  in  teaching. 

Reference 

Miller.  The  Psychology  of  Thinking,  ch.  15-17 

Apperception.  Its  nature;  processes  involved;  relation  to  the 
association  of  ideas,  to  mental  growth,  to  illusions,  to  misinter- 
pretations; its  application  in  the  arrangement  of  the  subject 
matter  in  any  course;  apperception  and  observation;  appercep- 
tion and  inference;  apperception  and  the  methods  of  teaching. 

References 

Rooper.  Apperception.  (Bardeen) 

Du  Bois;  The  Point  of  Contact.  (Dodd) 

Lange.  Apperception.  (Heath) 

Judgment  and  reasoning 

Nature  of  logic;  nature  of  judgment;  abstract  nature  of 
thought;  function  and  value  of  logic;  judgment  and  proposition; 
judgment  and  truth;  judgment  and  experience. 

Proportion  and  its  elements;  types  of  judgment;  negation. 

Inference , its  nature ; what  it  implies  concerning  experience ; 
method  and  inference ; inference  and  system ; deductive  and  in- 
ductive inferences;  analysis  and  synthesis. 

Deduction,  kinds  and  their  values;  syllogism  and  its  laws  and 
forms;  dilemmas  and  fallacies. 

Induction;  its  nature  and  presuppositions,  methods  of  induc- 
tion ; canons  of  induction ; fallacies  of  induction. 

Relation  of  logic  to  educational  theory,  to  method  of  teaching. 

References 

Dewey.  How  We  Think 

Miller.  The  Psychology  of  Thinking 

The  affective  processes.  Affective  experiences  in  general ; 
difference  from  cognition;  affection,  feeling;  emotion,  passion, 
mood,  sentiment,  temperament,  and  their  distinction;  pleasant- 
ness and  unpleasantness;  theories  of  origin  of  affective  processes; 
functional  significance. 


12 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


Emotions.  Definition;  relation  to  instinct;  theories  of  the 
emotions;  classification;  attributes  of  the  emotions;  factors  de- 
termining their  rise  or  decline;  means  of  cultivation,  emotions 
and  education. 

References 

Angell.  Psychology,  ch.  13,  14,  18,  19 

James.  Principles  of  Psychology,  ch.  24 
• Titchener.  Primer  of  Psychology,  ch.  4,  8,  12 

For  an  extended  treatment  see  Titchener,  Lectures  of  the  Elementary 
Psychology  of  Feelings  and  Attention.  (N.  Y.  1908) 

Habit.  Nature,  physiological  basis;  psychological  element; 
laws  of  habit;  basis  of  formation;  relation  of  habit  to  intellect; 
volition  and  conduct;  important  school  habits;  habit  and  char- 
acter; importance  of  initial  step  in  habit  formation;  habit  and 
subject  matter  of  instruction;  habit  and  initiative;  habit  in 
theory  of  education. 

Reference 

Dexter  & Garlich.  Psychology  in  the  Schoolroom,  ch.  21-23.  (Longmans) 

Will  and  character.  Volition,  definition;  its  genesis;  motives 
and  will ; inhibition  and  will ; attention  and  will ; impulse  and  will ; 
habit  and  will;  volition  and  perseverance;  ideomotor  life ; will  and 
emotional  control;  development  of  the  will;  types  of  willing; 
diseases  of  will ; education  of  will ; will  in  education. 

References 

Dexter  & Garlich.  Psychology  in  the  Schoolroom,  ch.  21-23.  (Longmans) 

Ribot.  Diseases  of  Will 

Payot.  The  Education  of  the  Will.  (Funk) 

Development  of  motor  ability.  Physical  bases  of  movement ; 
psychical  element;  forms  of  movement  as  impulsive,  involun- 
tary, voluntary,  initiative,  reflex,  sensory ; coordination,  sug- 
gestion and  action;  inhibition  and  its  growth;  purpose  in  activ- 
ity and  its  development ; growth  of  the  sensory  and  the  motor 
paralleled ; play  and  manual  training  in  education ; method  of 
aquiring  adaptive  activity,  imitative  activity,  the  value  of  ex- 
pression to  the  idea.  The  industries  in  education. 

References 

O’Shea.  Dynamic  Factors  in  Education.  (Macmillan) 

Dopp.  The  Place  of  Industries  in  Elementary  Education.  (Univ.  of 
Chicago  Press) 

Johnson.  Education  by  Plays  and  Games 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


*3 


Curiosity,  suggestion  and  imitation.  Their  instinctive  nature, 
significance,  rise  and  decline  of  interests;  relation  of  curiosity 
to  material  and  method  of  teaching;  complemental  nature  of 
suggestion  and  imitation ; universality  of  suggestibility ; agents 
of  suggestion  as  authority;  association,  repetition  and  imita- 
tion ; positive  and  negative  suggestion ; definition  of  imitation ; 
importance  in  mental  development ; difference  between  human 
and  animal  imitation;  between  child  and  adult  imitation;  forms 
of  imitation  as  persistent,  reflex,  idealistic,  dramatic,  spon- 
taneous, voluntary;  imitation  and  personality.  Significance  of 
the  psychology  of  these  three  for  education. 

References 

Royce.  Century  Magazine,  May  1894,  p.  202-22;  325-31 ; 449-63 

Sidis.  Psychology  of  Suggestion.  (Appleton) 

Frear.  Imitation.  Ped.  Sem.  v.  4 

Adolescence.  Period  of  life,  physical  changes,  growth  and 
adolescence,  awkwardness,  vitality  of  the  period,  pathological 
possibilities,  brain  and  other  physiological  changes ; psychical 
peculiarities,  passions,  mental  imitations,  interests,  ideals,  activi- 
ties, criminal  and  ethical  tendencies,  dangers  of  the  period,  its 
pedagogy. 

References 

Hall.  Adolescence.  2 v.  (Appleton) 

Street.  Adolescence.  Journal  of  Pedagogy,  15:1-2 

Any  good  book  on  child  study 

Fatigue.  Its  nature,  physiology,  symptoms,  mental  effects, 
methods  of  studying,  results  obtained,  causes  of  fatigue,  normal 
and  abnormal  fatigue;  the  school  activities  and  fatigue;  school 
organization  and  instruction  and  fatigue.  The  pedagogy  of 
fatigue. 

References 

Offner.  Mental  Fatigue 

Mosso.  Fatigue.  (Putnam) 

Claparede.  Experimental  Psychology,  p.  209-320.  (Longmans) 

Special  topics 

1 The  Hygiene  of  Instruction 

References 

Claparede.  Experimental  Pedagogy 

La  Fatigue  Intellectuelle 


T4 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


2 Child  study;  its  aims,  methods  and  results 

References 

Key.  The  Century  of  the  Child 
Tanner.  The  Child.  (Rand) 

King.  The  Psychology  of  Child  Development.  (Univ.  of  Chicago  Press) 
Sully.  Studies  of  Childhood.  (Appleton) 

3 Abnormal  children  and  their  education 

References 

Barr.  Mental  Defectives.  (Blakiston) 

Huey.  Backward  and  Feeble-minded  Children.  (Warwick) 

4 Comparative  psychology 


B 

HISTORY  OF  EDUCATION 

Requirements  and  recommendations 

1 To  insure  completeness  and  relative  emphasis,  the  candi- 
date is  expected  to  study  a general  textbook  on  the  history  of 
education,  of  which  the  two  most  highly  recommended  are 
Monroe’s  Text-book  in  the  History  of  Education  and  Gross’s 
History  of  Education. 

2 For  complete  bibliography  and  for  summary  of  historical 
interpretations  and  results  the  candidate  is  recommended  to  use 
a syllabus.  The  two  that  are  likely  to  prove  most  helpful  are 
Monroe’s  Syllabus  of  a Course  of  Study  on  the  History  and 
Principles  of  Education,  and  Aspinwall’s  Outlines  of  the  History 
of  Education. 

3 Since  the  history  of  education  is  so  great  in  extent,  being 
the  history  of  civilization  from  the  standpoint  of  education,  the 
student  often  tries  to  group  the  subject  by  the  study  of  out- 
lines, either  in  texts  or  syllabuses;  but  the  knowledge  so  ac- 
quired is  wholly  inadequate,  not  only  for  use  in  education  but 
even  for  the  purpose  of  preparing  for  examination.  In  a pre- 
liminary study,  however,  some  topics  relatively  unimportant 
may  indeed  be  dismissed  with  the  presentation  that  can  be  made 
in  a textbook,  but  the  more  important  ones  should  receive  a 
much  more  detailed  and  careful  study,  first  of  original  sources, 
when  such  are  reasonable  in  compass  and  illuminating  in  char- 
acter, and  second  of  a few,  at  least,  of  the  best  expositions. 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


15 


The  topics  selected  for  such  extended  study  are  as  follows : 
(1)  Greek  education;  (2)  humanism,  including  its  phases  during 
the  Reformation  and  the  Counter-Reformation ; (3)  realism  and 
science  in  education ; (4)  education  according  to  nature ; 

(5)  the  psychological  movement ; (6)  the  modern  scientific, 
sociological  and  industrial  movements. 

In  the  outline  which  follows,  a brief  summary  of  the  main 
points  to  be  considered  under  such  general  head  is  given,  while 
the  references  and  sources  are  selected  from  Monroe’s  Syllabus. 
Much  more  extended  references  are  given  by  both  Monroe  and 
Aspinwall. 

Outline 

(Note.  The  Cyclopedia  of  Education  is  a convenient  and  useful  source 
of  reference  for  most  topics  in  the  history  of  education.) 

1 The  evolution  of  education  in  primitive  society 

Education  in  relation  to  civilization.  The  history  of  education 
and  universal  history.  The  history  of  education  and  historical 
perspective.  Education  through  the  experiences  of  life.  The 
transmission  of  experiences  in  primitive  society.  Methods  of 
social  control.  Institutions  as  the  embodiment  of  customs  and 
ideals.  The  basis  and  beginnings  of  instruction  in  the  family. 
The  domination  of  institutions  in  primitive  society. 

Reference 

Consult  the  textbook 

2 Oriental  education 

Education  in  relation  to  the  national  ideal.  Conservation  of 
the  social  order  and  customs.  Chinese  education  as  typical. 
Characteristics  of  the  Chinese  social  system.  Education  for  civil 
service.  Organization  of  the  examination  system.  Political  and 
social  results. 

Reference 

Consult  the  textbook 

3 Greek  life  and  education 

Contrast  between  eastern  and  western  civilizations  in  respect 
to  educational  ideals  and  methods.  The  subordination  and  re- 
pression of  the  individual  versus  the  liberation  and  development 
of  personality.  The  Greek  principle  of  life.  Greek  religion, 
art  and  the  national  games.  Art  and  science.  Aims  in  old 


j6  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

Greek  education.  Greek  education  in  relation  to  Greek  social 
organization.  Sparta  and  Athens  as  types.  The  organization 
of  the  Athenian  schools.  Music  and  gymnastics.  Tendency  to 
individualism  in  Greek  life  and  education.  The  new  Greek 
education.  The  Sophists.  Socrates,  Plato  and  Aristotle. 
Philosophical  schools  and  their  permanent  significance.  Sig- 
nificance of  the  Alexandrian  period.  Education  as  the  essence 
of  Greek  life.  Emergence  of  the  ideal  of  a liberal  education. 

References 

Sources:  Selections  given  in  Monroe’s  Source  Book 
Butcher.  Some  Aspects  of  Greek  Genius.  (Macmillan) 

Davidson.  Education  of  the  Greek  People.  (Appleton) 

Aristotle  and  Ancient  Educational  Ideals.  (Scribner! 

History  of  Education.  (Scribner) 

Mahaffy.  Greek  Life  and  Thought.  (Macmillan) 

Old  Greek  Education.  (Harper) 

4 Ideals  and  methods  of  Roman  education 

Comparison  of  the  Roman  national  ideal  with  that  of  Greece. 
Ideals  of  Roman  education  as  expressed  in  Roman  social  organ- 
ization. Roman  education  and  the  characteristic  Roman  virtues. 
Conception  of  the  practical  value  of  education.  Periods  of 
Roman  education.  Hellenic  influence.  Organization  of  the 
Roman  schools.  The  Roman  Humanitas.  Educational  theorists. 
Cicero  and  Quintilian. 

Reference 

Consult  the  textbook 

5 Education  in  the  Middle  Ages 

Influence  of  Christianity  on  the  progress  of  education.  Con- 
trasts between  the  classic  and  the  medieval  ideal  of  character. 
Abandonment  of  Greek  and  Roman  principles  of  life  and  educa- 
tion. Rise  of  the  Christian  schools.  The  education  of  the 
cloister  and  the  castle : monasticism  and  chivalry.  The  liberal 
arts.  Mysticism.  Life  in  the  Middle  Ages.  The  church  as  the 
instrument  of  education. 


Reference 

Consult  the  textbook 

6  Scholasticism  and  the  rise  of  the  universities 

Education  as  an  intellectual  discipline.  Aims  and  methods  of 
scholasticism.  Greek  philosophy  in  the  service  of  the  church. 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


17 


Educational  significance  and  value  of  scholasticism.  Origin  and 
growth  of'  the  universities.  Their  social  and  intellectual  organi- 
zation. Their  influence  in  European  civilization. 

Reference 

Consult  the  textbook 

7 The  Renaissance  and  the  rise  of  humanism  in  Europe 

The  significance  of  the  Renaissance  for  modern  civilization. 
Its  direct  educational  bearings.  The  humanistic  conception  of 
education.  Da  Feltra,  Erasmus,  Colet,  Ascham,  Melanchthon, 
Sturm.  The  relation  of  humanism  to  realism. 

References 

Sources:  Robinson  and  Rolfe,  Petrarch’s  Letters;  Whitcomb,  Source- 
book  of  Italian  Renaissance,  also  Source-bock  of  German  Renaissance 
Adams.  Civilization  during  the  Middle  Ages,  ch.  15.  (Scribner) 
Emerton.  Mediaeval  Europe,  ch.  8.  (Ginn) 

Desiderius  Erasmus.  (Putnam) 

Seebohm.  The  Oxford  Reformers.  (Longmans) 

Symonds.  The  Renaissance  in  Italy.  (Holt) 

The  Revival  of  Learning,  ch.  1-3,  p.  239-98.  (Holt) 

Woodward.  Education  during  the  Renaissance.  (Cambridge  Univ.  Press) 

8 The  Reformation  and  the  Counter-Reformation 

Educational  significance  of  the  Reformation.  Luther,  Melanch- 
thon, Knox.  The  conception  of  religious  education.  Origin  and 
constitution  of  the  Jesuit  schools.  Merits  and  limitations. 
Effects  of  the  laicization  of  the  schools.  Relation  of  the  Reform- 
ation and  Counter-Reformation  to  humanism. 

References 

Adams.  Civilization  during  the  Middle  Ages,  ch.  16,  17.  (Scribner) 
Hughes.  Loyola  and  the  Jesuit  System  of  Education.  (Scribner) 

Lourie.  History  of  Educational  Opinion  since  the  Renaissance,  ch.  3. 
(Macmillan) 

Painter.  Luther  as  an  Educator.  (Lutheran  Pub.) 

Quick.  Educational  Reformers.  (Appleton) 

Richard.  Philip  Melanchthon,  the  Protestant  Preceptor  of  Germany. 
(Putnam) 

9 Rise  of  realism  and  science  in  education 

The  humanistic  and  the  realistic  tendencies  in  education.  Rise 
of  realism  and  utilitarianism  in  education  as  opposed  to  human- 
ism and  culture.  Verbal  realism,  Rabelais  and  Milton.  Social 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


18 


realism,  Montaigne.  Bacon  and  the  inductive  study  of  nature. 
Comenius.  The  educational  theories  of  Comenius.  The  rise 
of  the  conception  of  method  in  instruction.  The  place  of 
Comenius  in  the  history  of  education. 

References 

Sources:  Bacon,  The  Advancement  of  Learning;  Novum  Organum.  Also 
Comenius,  The  Great  Didactic;  The  Orbio  Pictus 
Adamson.  Pioneers  of  Modern  Education,  ch.  3.  (Bacon)  ; also  ch.  4-6. 

(Cambridge  Univ.  Press) 

Lourie.  John  Amos  Comenius..  (Macmillan) 

History  of  Educational  Opinion  from  the  Renaissance,  ch.  2. 

(Macmillan) 

Monroe,  W.  S.  Comenius  and  the  Beginnings  of  Educational  Reform. 
(Scribner) 

Quick.  Educational  Reformers,  ch.  10.  [Comenius].  (Appleton) 

10  Education  according  to  nature 

Development  of  the  conception  of  “ natural  ” methods.  Locke, 
Rousseau  and  Basedow.  Rousseau  and  “ education  according 
to  nature.”  Nature  versus  culture.  Significance  of  the  work  of 
Rousseau. 

References 

Sources:  Rousseau,  Emile.  (Appleton)  A Dissertation  on  the  Origin 
and  Foundation  of  Inequality  in  Mankind ; A Dissertation  on  the  Effects 
of  Cultivating  the  Arts  and  Sciences;  the  Social  Contract 
Davidson.  Rousseau.  (Scribner) 

Lourie.  Educational  Opinion  since  the  Renaissance.  (Macmillan) 
Morley.  Rousseau,  v.  1,  ch.  2,  3 ; v.  2,  ch.  1,  3,  4,  6,  7.  (Macmillan) 
Quick.  Educational  Reformers.  (Appletcn) 

11  Development  of  modern  educational  theory  (the  psycholog- 

ical aspect) 

a Pestalozzi.  Life  and  writings.  Educational  ideas.  Rela- 
tion of  his  work  to  the  modern  elementary  school.  The  per- 
manent significance  of  his  work. 

b Herbart.  Educational  theories.  Methodology.  Permanent 
contributions  to  educational  theory. 

c Froebel.  Life  and  writings.  Educational  principles.  The 
kindergarten.  Influence  upon  subsequent  theory  and  practice. 

References 

a Pestalozzi 

Barnard.  Pestalozzi  and  Pestalozzianism  (contains  extended  translations 
from  the  works  of  Pestalozzi).  (F.  C.  Brownell) 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


19 


Kriisi.  Pestalozzi,  His  Life,  Work  and  Influence.  (F.  C.  Brownell) 
DeGuimps.  Pestalozzi,  His  Aim  and  Work.  (Bardeen) 

Pestalozzi.  Leonard  and  Gertrude.  (Heath) 

How  Gertrude  Teaches  Her  Children.  (Bardeen) 

Quick.  Educational  Reformers.  (Appleton) 
b Herbart 

Adams.  Herbartian  Psychology  Applied  to  Education.  (Heath) 
DeGarmo.  Herbart  and  the  Herbartians.  (Scribner) 

Herbart.  Science  of  Education.  (Tr.  by  Filkin.)  (Heath) 

Outlines  of  Educational  Doctrine.  (Macmillan) 

Herbart  Year  Books,  I to  V.  (Univ.  of  Chicago  Press) 
c Froebel 

Cole.  Herbart  and  Froebel.  (Teachers  College) 

Froebel.  Education  of  Man.  (Appleton) 

Pedagogics  of  the  Kindergarten.  (Appleton) 

Education  by  Development.  (Appleton) 

Hughes.  Froebel’s  Educational  Laws  for  All  Teachers.  (Appleton) 
Mac  Vannel.  Educational  Theories  of  Herbart  and  Froebel.  (Columbia 
Univ.  Press) 

& Thorndike.  The  Philosophy  and  Psychology  of  the  Kinder- 
garten. (Columbia  Univ.  Press) 

12  Development  of  modern  educational  theory 

The  effects  of  the  development  of  scientific  conceptions  on 
educational  aims,  values  and  methods.  Comte  and  Spencer. 
The  knowledge  of  most  worth.  Realism  in  the  theory  of  Spen- 
cer. Development  of  the  contemporary  notion  of  education  as 
social  adjustment. 

References 

a Science  in  education 

Armstrong.  The  Teaching  of  Scientific  Method.  (Macmillan) 

Coulter.  The  Mission  of  Science  in  Education.  Science,  2:12-2 8T 
Eliot.  The  New  Education.  Atlantic  Monthly,  23:1-8 

The  New  Definition  of  the  Cultivated  Man.  Proceedings  01  xne 

N.  E.  A.,  18Q3,  p.  46 

Huxley.  Science  and  Education.  (Appleton) 

Spencer.  Education.  (Appleton) 

Youmans.  The  Culture  Demanded  by  Modern  Life.  (Appleton) 

b Sociological  Tendency  in  Education 

Addams.  Democracy  and  Social  Ethics.  (Macmillan) 

Dewey.  School  and  Society.  (Univ.  of  Chicago  Press) 

The  Child  and  the  Curriculum.  (See  also  especially  his  articles 

in  the  Cyclopedia  of  Education.)  (Univ.  of  Chicago  Press) 

Hughes.  The  Making  of  Citizens.  (Scribner) 

Tenks.  Education  for  Citizenship.  (Holt) 

Johnson.  Social  Aspects  of  Education  (contains  most  of  the  important 
contributions  on  this  subject).  (Macmillan) 

Vincent.  The  Social  Mind  and  Education.  (Macmillan) 


20 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


13  Development  of  public  education  in  the  United  States 

The  more  important  educational  activities  in  colonial  Amer- 
ica. Character  and  influence  of  the  academy  in  American 
education.  The  secondary  school.  Horace  Mann  and  the  com- 
mon school  revival.  The  normal  school  system.  European 
influences  in  American  education.  The  educational  situation. 

Reference 

Consult  the  textbook 

14  Modern  tendencies  in  education 

Medieval  guilds  and  the  liberation  of  the  laborer.  Effects  of 
the  Industrial  Revolution.  The  social  problem  presented  by  the 
industrial  and  democratic  type  of  society.  Origin  and  growth 
of  industrial  education.  Industrial  training  in  Germany,  France 
and  England.  Education  demanded  for  individual  and  . social 
efficiency  in  America. 

References 

Carlton.  Education  and  Industrial  Evolution.  (Macmillan) 

Dewey.  School  and  Society.  (Univ.  of  Chicago  Press) 

Dean.  The  Worker  and  the  State.  (Century) 

Dopp.  Place  of  Industries  in  Elementary  Education.  (Univ.  of  Chicago 
Press) 

Ely.  Studies  in  Evolution  of  Industrial  Society.  (Macmillan) 

Proceedings  of  the  National  Society  for  the  Promotion  of  Industrial 
Education.  (20  West  44th  st.,  New  York  City) 

Reports  of  the  Massachusetts  Commission  on  Industrial  and  Technical 
Education 

Snedden.  The  Problem  of  Vocational  Education.  (Houghton) 

Year  Book  (Eleventh)  of  National  Society  for  the  Study  of  Education, 
pt  1,  2.  (Univ.  of  Chicago  Press) 

c 

PRINCIPLES  OF  EDUCATION 

Suggestions  for  reading 

The  outline  given  below  merely  indicates  the  scope  of  the 
preparation  required  in  the  principles  of  education,  only  the 
more  important  topics  and  a few  of  the  best  available  refer- 
ences being  indicated.  For  a simple  and  systematic  treatment 
of  the  field  of  education  in  general,  the  beginner  should  care- 
fully read  (1)  Thorndike’s  Education,  a First  Book  (Mac- 


.SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


21 


millan)  and  (2)  Ruediger’s  Principles  of  Education  (Hough- 
ton), supplementing  them  (a)  with  parallel  readings  from 
other  systematic  treatments  of  the  principles  of  education, 
such  as  Henderson’s  Text  Book  in  the  Principles  of  Education 
(Macmillan),  and  Bolton’s  Principles  of  Education  (Scribner) 
and  ( b ) with  such  other  collateral  readings  as  are  indicated 
under  the  various  topics  given  below.  The  student  who  wishes 
to  make  a more  advanced  study  of  the  philosophy  of  education 
will  find  a more  detailed  guide  in  MacVannel’s  Outlines  of  a 
Course  in  the  Philosophy  of  Education  (Macmillan). 

[Note.  Dewey’s  Philosophy  of  Education  (Macmillan)  will  appear  sub- 
sequent to  this  publication  and  is  recommended  as  a reference  work.] 

Outline 

1 The  function  of  a theory  of  education 

Teaching  as  an  art.  Varied  traditions  and  conflicting  prac- 
tices in  education.  The  complexity  of  the  work  and  the 
tendency  toward  partial  views.  The  specialized  scientific  ap- 
proaches: (1)  physiology,  (2)  psychology,  (3)  sociology.  Over- 
traditionalism and  ultraradicalism.  The  need  for  a unifying 
theory  or  philosophy  of  education  which  will  (1)  relate  and 
reconcile  varied  aims,  values,  conditions  and  procedures,  and 
(2)  provide  standards  for  the  measurement  and  improvement  of 
methods  and  results.  The  practical  or  instrumental  relation  of 
theory  in  explaining  and  controlling  practice. 

References 

Dewey.  Relation  of  Theory  to  Practice  in  Education.  (Third  Year  Book. 
National  Society  for  the  Study  of  Education) 

O’Shea.  Education  as  Adjustment,  ch.  1-3.  (Longmans) 

Royce.  Is  There  a Science  of  Education.  (Educational  Review,  January 
and  February  1891) 

Ruediger.  Principles  of  Education,  ch.  1.  (Houghton) 

Strayer.  Teaching  Process,  ch.  19.  (Macmillan) 

Thorndike.  Education,  ch.  11.  (Macmillan) 

2 The  meaning  of  education 

The  presuppositions  of  education:  (1)  organism  and  (2)  en- 
vironment. Instinctive  equipment  of  individual  comparatively 
stable.  Social  aspects  of  environment  constantly  complicating. 
Increased  need  for  readjustment  between  individual  and  world. 
Threefold  nature  of  adjustment:  (1)  individual  to  environment; 
(2)  environment  to  individual ; (3)  changing  individual  to  chang- 


22 


TIIE  UNIVERSITY  OF  TI1E  STATE  OF  NEW  YORK 


ing  environment.  The  various  institutional  forces  which  edu- 
cate the  individual.  The  school  as  the  chief  conscious  means.  , 

References 

Bagley.  Educative  Process,  ch.  I.  (Macmillan) 

Bolton.  Principles  of  Education,  ch.  I,  2.  (Scribner) 

Henderson.  Text  Book  in  the  Principles  of  Education,  ch.  2.  (Mac- 
millan) 

Ruediger.  Principles  of  Education,  ch.  3.  (Houghton) 

Strayer.  Teaching  Process,  ch.  1.  (Macmillan) 

Thorndike.  Education,  ch.  1.  (Macmillan) 

3 The  biological  foundation  of  education 

The  meaning  of  infancy  as  increased  capacity  for  adaptation 
through  education.  The  limits  imposed  on  education  by  hered- 
ity. The  theory  of  recapitulation.  The  nontransmissibility  of 
acquired  characteristics.  Eugenics  as  the  sole  method  of  im- 
proving physical  inheritance.  Education  provides  a superior 
environment  for  selecting  and  training  inherited  tendencies. 
Individual  variation. 

References 

Bagley.  Educative  Process,  ch.  2.  (Macmillan) 

Bolton.  Principles  of  Education,  ch.  3,  7,  9,  11.  (Scribner) 

Butler.  Meaning  of  Education,  p.  3-17.  (Macmillan) 

Fiske.  Meaning  of  Infancy,  p.  1-43.  (Houghton) 

Henderson.  Text  Book  in  Principles  of  Education,  ch.  3,  6.  (Macmillan) 
Ruediger.  Principles  of  Education,  ch.  2.  (Houghton) 

Thorndike.  Education,  ch.  4,  5.  (Macmillan) 

Individuality,  p.  1-52.  (Houghton) 

4 The  psychological  foundation  of  education 

The  functional  character  of  mind.  Reflexes,  instincts,  capaci- 
ties and  predispositions  as  unlearned  tendencies.  Interest,  imi- 
tation, suggestion,  and  play  as  factors  in  mental  development. 
Perception  and  apperception.  Memory  and  habit  in  familiar 
situations.  Thought  in  novel  situations. 

References 

Bagley.  Educative  Process,  ch.  4,  8-1 1.  (Macmillan) 

Bolton.  Principles  of  Education,  ch.  8,  12-27.  (Scribner) 

Dewey.  How  We  Think,  pt  1-2.  (Heath) 

Henderson.  Text  Book  in  the  Principles  of  Education,  ch.  5,  7-13. 
(Macmillan) 

James.  Talks  to  Teachers,  p.  1-196.  (Holt) 

Miller.  Psychology  of  Thinking,  ch.  1-4.  (Macmillan) 

Ruediger.  Principles  of  Education,  ch.  15,  16.  (Houghton) 

Thorndike.  Education,  ch.  5,  6.  (Macmillan) 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


23 


5 The  sociological  foundation  of  education 

The  social  nature  of  consciousness.  The  human  or  social  en- 
vironment as  the  most  complex  aspect  of  environment.  Social 
ideals  as  an  influence  behind  the  increase  of  personal  wants. 
Culture  as  social  inheritance:  (1)  institutional,  (2)  esthetic, 
(3)  literary,  (4)  scientific,  etc.  The  varied  institutions  which 
transmit  culture  by  the  education  of  the  individual:  (1)  family, 
(2)  church,  (3)  vocation,  (4)  state,  etc.  School  as  a specialized 
institution  for  conscious  education. 

References 

Dewey.  School  and  Society,  ch.  1.  (Univ.  of  Chicago) 

Henderson.  Text  Book  in  the  Principles  of  Education,  ch.  4,  14. 

(Macmillan) 

King.  Social  Aspects  of  Education,  ch.  1,  2.  (Macmillan) 

Ruediger.  Principles  of  Education,  ch.  14.  (Houghton) 

Scott.  Social  Education,  ch.  1,  5.  (Ginn) 

6 The  school  as  a social  institution 

The  school  intermediates  between  the  child  and  society.  Its 
threefold  function:  (1)  protection  or  conservation,  (2)  educa- 
tion, and  (3)  selection  or  distribution.  Its  functions  are  rela- 
tive to  social  needs  and  the  efficiency  of  other  cooperating  insti- 
tutions. The  most  conscious  and  rational  of  the  instruments 
for  social  control.  Its  special  importance  in  a democracy.  Its 
aims  and  values  reflect  social  ideals  and  conditions.  Each  school 
method  represents  a double  adaptation:  (1)  to  social  factors 

and  (2)  to  psychological  factors.  The  series  extends  from  ad- 
ministrative methods,  stressing  external  or  social  factors,  to 
teaching  methods,  emphasizing  internal  or  personal  elements. 

References 

Bloomfield.  Vocational  Guidance  of  Youth,  p.  j-116.  (Houghton) 

Dewey.  School  and  Society,  ch.  3.  (Univ.  of  Chicago) 

Henderson.  Text  Book  in  the  Principles  of  Education,  ch.  14,  16. 

(Macmillan) 

King.  Social  Aspects  of  Education,  ch.  10-12.  (Macmillan) 

Snedden.  The  Problem  of  Vocational  Education,  p.  1-82.  (Houghton) 

7  The  aims  of  school  education 

The  need  for  a clear  statement  of  aims.  The  progressive  ad- 
justment of  the  world  and  the  individual  as  an  ultimate  general 
end.  The  need  of  numerous  particularized  aims.  Their  em- 
phatic and  complementary  function.  The  special  aims  current 


24 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


in  present  discussion:  (i)  knowledge,  (2)  discipline  or  skill, 
(3)  culture,  (4)  happiness,  (5)  utility  or  practical  efficiency, 
(6)  service  or  social  efficiency,  (7)  morality,  (8)  self-realization 
or  complete  living,  (9)  natural  development,  etc.  The  need  for 
a relative  and  wholesome  interpretation  of  each. 

References 

Bagley.  Educative  Process,  ch.  3.  (Macmillan) 

Brown.  American  High  School,  ch.  2.  (Macmillan) 

Cubberley.  Changing  Conceptions  of  Education,  p.  1-68.  (Houghton) 
Henderson.  Text  Book  in  the  Principles  of  Education,  ch.  1. 
(Macmillan) 

King.  Social  Aspects  of  Education,  ch.  11,  12.  (Macmillan) 

O’Shea.  Education  as  Adjustment,  ch.  4-8.  (Longmans) 

Ruediger.  Principles  of  Education,  ch.  3-5.  (Houghton) 

Thorndike.  Education,  ch.  2,  3.  (Macmillan) 

8 The  Organization  and  administration  of  the  school  system 

Relation  of  the  public  school  to  society  and  the  state.  Func- 
tions of  various  types  of  schools:  (1)  general,  liberal  or  cul- 
tural schools,  (2)  vocational  schools,  (3)  elementary,  secondary 
and  higher  schools,  (4)  schools  for  special  classes  of  children  — 
defective,  delinquent  etc.  The  specialized  functions  of  the 
school  as  a system:  (1)  methods  of  organization  as  a relatively 
stable  or  structural  adjustment,  (2)  administrative  methods  as  a 
relatively  flexible  or  dynamic  adjustment,  and  (3)  supervision 
as  an  intermediating  function  relating  to  administration  and 
teaching’. 

References 

Brown.  American  High  School,  ch.  1,  4,  7,  12,  13.  (Macmillan) 
Cubberley.  Improvement  of  Rural  Schools,  p.  1-73.  (Houghton) 

Dutton  & Snedden.  Administration  of  Public  Education  in  the  United 
States,  ch.  3-10,  14-17,  20-28.  (Macmillan) 

Henderson.  Text  Books  in  the  Principles  of  Education,  ch.  17,  18. 
(Macmillan) 

King.  Social  Aspects  of  Education,  ch.  3,  9.  (Macmillan) 

Snedden.  Problem  of  Vocational  Education,  p.  1-82.  (Houghton) 
Thorndike.  Education,  ch.  13.  (Macmillan) 

9 The  school  as  a social  unit 

The  school’s  cooperative  relations:  (1)  superintending  staff, 
(2)  school  trustees  or  directors,  (3)  parents  and  teachers  asso- 
ciations, (4)  medical  inspection,  (5)  playgrounds  for  children, 
(6)  social  centers  for  adults.  The  social  composition  of  the 


SYLLABUS  LOR  COLLEGE  GRADUATE  CERTIFICATES 


25 


teaching  population  and  the  student  population.  The  internal 
organization  of  the  school’s  social  life:  (1)  school  government 
and  discipline,  (2)  play  and  athletics,  (3)  societies,  clubs  and 
sociability,  (4)  personal  relations  of  teacher  and  students,  (5) 
classroom  study  as  a social  activity. 

References 

Brown.  American  High  School,  ch.  10,  11.  (Macmillan) 

King.  Social  Aspects  of  Education,  ch.  4-8.  (Macmillan) 

Perry.  Status  of  the  Teacher,  p.  1-68.  (Houghton) 

Scott.  Social  Education,  ch.  3,  4,  6,  7.  (Ginn) 

Thorndike.  Education,  ch.  12.  (Macmillan) 

10  The  meaning  of  the  course  of  study 

The  course  of  study  an  epitome  of  social  experience  to  be  rend- 
ered into  personal  experience.  The  two  problems  in  its  con- 
struction: (1)  the  selection  and  rejection  of  materials,  and  (2) 
gradation  and  classification.  Two  bases  for  selection:  (1)  socio- 
logical and  (2)  psychological.  The  child  as  the  integrating  or 
correlating  factor  among  studies.  Subjects  as  fundamental  and 
valid  social  differentiations  of  the  child’s  experience.  The  prob- 
lem of  educational  values.  Social,  moral,  esthetic,  cultural  and 
economic  values.  Intrinsic  and  instrumental  values.  Specific 
and  disciplinary  values.  The  election  of  studies. 

References 

Bagley.  Educative  Process,  ch.  13-15.  (Macmillan) 

Bolton.  Principles  of  Education,  ch.  28.  (Scribner) 

Brown.  American  High  School,  ch.  3.  (Macmillan) 

DeGarmo.  Principles  of  Secondary  Education,  pt  1.  (Macmillan) 

Dewey.  Child  and  the  Curriculum,  p.  7-40.  (Univ.  of  Chicago) 

Moral  Principles  in  Education  p.  1-58.  (Houghton) 

Henderson.  Text  Book  in  the  Principles  of  Education,  ch.  10,  17,  18. 

(Macmillan) 

Palmer.  Ethical  and  Moral  Instruction  in  the  Schools,  p.  1-52. 

(Houghton) 

Ruediger.  Principles  of  Education,  ch.  6-13.  (Houghton) 

Thorndike.  Education,  ch.  7,  8,  13,  (Macmillan) 

11  The  nature  of  teaching  methods 

The  function  of  teaching  methods  is  to  personalize  social  ex- 
periences, values  and  activities.  They  are  psychological  read- 
justments of  subject  matter  to  provide  (1)  stimulation,  (2)  modes 
of  thought  or  expression,  and  (3)  resulting  satisfactions  or  dis- 


26 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


satisfactions  which  will  develop  the  child’s  capacities  in  useful 
directions.  Four  factors,  each  of  which  is  capable  of  wide  varia- 
tion, condition  the  character  of  teaching  methods:  (i)  the  sub- 
ject matter  studied,  (2)  the  child  taught,  (3)  the  ultimate  social 
end  in  view,  and  (4)  the  teacher’s  immediate  purpose.  In  this 
wide  variation  many  types  of  lessons  are  readily  distinguishable 
upon  the  basis  of  their  emphatic  elements:  (1)  developmental, 
(2)  drill,  (3)  review,  (4)  assignment,  (5)  recitation,  (6)  prac- 
tice, (7)  demonstration,  (8)  induction,  (9)  deduction,  (10) 
memorization,  (11)  study  etc.  These  types  of  teaching  or  teach- 
ing movments  are  supplements  rather  than  substitutes  and  occur 
in  combinations  of  successive  movements  within  the  recitation 
period. 

References  - 

Bagley.  Educative  Process,  ch.  4-12,  16-23.  (Macmillan) 

Betts.  The  Recitation,  p.  1-118.  (Houghton) 

DeGarmo.  Principles  of  Secondary  Education,  pt  2.  (Macmillan) 

Dewey.  School  and  Society,  ch.  2.  (Univ.  of  Chicago) 

How  We  Think,  pt.  3.  (Heath) 

Earhart.  Teaching  Children  to  Study,  p.  1-175.  (Houghton) 

McMurray.  How  to  Study,  pt  1-3.  (Houghton) 

O’Shea.  Education  or  Adjustment,  ch.  9-14.  (Longmans) 

Ruediger.  Principles  of  Education,  ch.  15,  16.  (Houghton) 

Strayer.  Teaching  Process,  ch.  2-12.  (Macmillan) 

Thorndike.  Education,  ch.  6,  9,  10.  (Macmillan) 


D 

MATTER  AND  METHOD  IN  TEACHING 
The  examination  in  matter  and  method  in  teaching  'will  cover 
the  two  leading  aspects  of  the  subject,  namely,  (1)  the  general 
laws  of  method,  and  (2)  the  teaching  of  the  several  studies  both 
as  to  matter  and  method  as  exhibited  by  our  best  manuals.  Each 
of  these  aspects  has  a distinct  literature,  while  many  books  on 
teaching  combine  in  varying  degrees  the  discussion  of  subject 
matter  with  that  of  general  laws  of  method.  The  books  named 
below  are  recommended  for  study  and  for  reference.  A single 
book  for  study  will  usually  suffice. 

1 The  general  laws  of  method 

The  chief  topics  to  be  considered  under  this  head  are  as  fol- 
lows: The  acquisition  of  knowledge  at  first  hand  and  at  second 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


27 


hand ; authority,  observation  and  experiment  as  means  for  ac- 
quiring facts;  scope  and  function  of  observation;  rules  for  mak- 
ing an  experiment  decisive ; application  of  apperception,  atten- 
tion and  interest  in  acquiring  knowledge;  the  problem  as  a de- 
vice for  focusing  attention  and  securing  educative  thought; 
forms  of  solution  — definition,  course  or  effect,  classification  and 
generalization,  nonmathematical  and  mathematical ; Mill’s  five 
“ methods  ” of  determining  cause  or  effect ; the  media  of  instruction 
— oral  versus  book  teaching,  lectures,  catechisms,  pictures,  models, 
maps,  diagrams ; the  use  of  “ types  ” in  organizing  and  teaching 
subject  matter;  development  lessons,  inductive  and  deductive; 
stages  in  the  inductive  approach  — problem,  facts,  hypothesis,  cause 
and  effect,  classification,  generalization  and  application ; stages  in  the 
deductive  approach  — anticipation,  use  of  deduction  in  gaining  new 
knowledge  or  insight,  and  application  in  deductive  lessons ; educa- 
tional value  of  verification ; heuristic  methods ; use  and  limits  of 
analysis  and  synthesis  in  teaching  and  their  distinction  from  induc- 
tion and  deduction;  invention  as  a mode  of  thought;  the  aims 
and  scope  of  laboratory  work  as  a principle  to  be  observed  in  all 
studies;  drills,  reviews  and  examinations. 

Elementary  Secondary 

Books  for  study  Books  for  study 

Dewey.  How  We  Think.  (Heath) 

Strayer.  A Brief  Course  in  the 
Teaching  Process.  (Macmillan) 


Books  for  reference 
Adams.  Exposition  and  Illustra- 
tion in  Teaching.  (Macmillan) 

Bagley.  The  Educative  Process. 

(Macmillan) 

Charters.  Methods  of  Teaching. 

(Row,  Peterson) 

Thorndike.  Education,  a First 
Book,  ch.  9,  10.  (Macmillan) 

2 Teaching  the  various  studies 

An  examination  will  be  required  in  at  least  two  groups  of  sub- 
jects as  given  below.  Each  group  is  composed  of  related  sub- 
jects taken  from  the  curriculums  of  the  elementary  and  second- 


DeGarmo.  Principles  of  Second- 
ary Education,  v.  2,  Processes 
of  Instruction.  (Macmillan) 
Thorndike.  Principles  of  Teach- 
ing. (Seiler) 

Books  for  reference 
Armstrong.  The  Teaching  of  Sci- 
entific Method.  (Macmillan? 
Dewey.  How  We  Think.  (Heath) 


28 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


ary  schools,  with  the  exception  of  the  foreign  language  group. 
Candidates  who  elect  this  group  will  be  examined  in  only  one 
language  and  in  one  other  complete  group,  which  the  candidate 
may  select.  The  questions  for  examination  will  relate  both  to 
subject  matter  and  method  as  treated  in  the  books  recommended 
for  study  and  reference. 

Group  i — English 

1 Language  lessons,  their  purpose,  type  and  nature ; word 
recognition,  ways  and  means  of  accomplishing;  oral  versus 
visible  recognition,  the  place  and  office  of  each ; the  psychology 
of  learning  to  read;  methods  of  teaching  reading  and  the  ad- 
vantages and  disadvantages  of  each,  the  alphabet  method; 
phonic  method,  word-and-name  method,  sentence  method ; oral 
versus  silent  reading;  the  purpose  and  place  of  each;  qualities  of 
good  reading,  mechanical,  mental ; choice  of  reading  material ; 
the  qualities  of  a good  reading  book;  reciting  and  dramatization, 
their  value  as  an  aid  to  reading.  Advanced  reading;  supple- 
mental reading,  means  of  developing  expression.  How  to 
create  the  love  of  reading;  spelling,  how  to  teach  it. 

References 

Arnold.  Reading,  How  to  Teach  It.  (Silver,  Burdett) 

Garlich.  A New  Manual  of  Method,  ch.  9.  (Longmans) 

Huey.  The  Psychology  of  Reading. 

Hughes.  Teaching  to  Read.  (Barnes) 

Wallin.  Spelling  Efficiency,  etc.  (Warwick  & York) 

2 Grammar,  its  place  in  (a)  elementary,  ( b ) secondary 
schools;  its  relations  to  the  other  lines  of  English  work;  its 
justification,  its  aims;  its  means  or  methods;  analysis  and  pars- 
ing; formal  versus  functional  grammar;  the  content  of  grammar 
study;  its  educational  value. 


References 

Barbour.  The  Teaching  of  Grammar.  (Ginn) 

Chubb.  The  Teaching  of  English.  (Longmans) 

3  Composition,  reasons  for  its  unsatisfactoriness;  aims  to  be 
striven  for  in  each  grade;  in  each  year  of  the  high  school;  the 
principles  underlying  composition;  materials  for  composition. 
Oral  and  written  composition ; transcription,  reproduction  etc. ; 
place  and  function  of  each.  Forms  of  discourse,  and  how  to 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


29 


treat  each.  Structures  of  composition  as  a whole ; correlated 
with  other  studies,  criticisms,  conferences  etc. 

References 

The  many  articles  by  S.  Thurber,  published  in  various  magazines,  should 
be  consulted. 

Bates.  Talks  on  Writing  English.  (Houghton) 

The  Teaching  of  English.  (Longmans) 

Chubb.  The  Teaching  of  English 

4 Rhetoric,  its  place  and  function  in  linguistic  study;  when 
and  how  it  shall  be  taught ; various  theories  concerning  the  con- 
tent; elementary  and  advanced  rhetoric;  induction  and  deduc- 
tion in  teaching  rhetoric;  the  function  of  a text. 

The  above  references  and  any  good  rhetoric,  such  as  Thomas  & Howe’s 
Composition  and  Rhetoric. 


5 Literature,  its  value  as  a subject  of  study;  the  chief  end  of 
teaching;  appreciation;  ways  and  means  of  developing  the  liter- 
ary appreciation;  types  of  poetry;  types  of  prose  and  method  of 
treatment  of  each ; basis  of  choice  of  material ; principles  under- 
lying the  arrangement  of  course  of  study  by  years;  the  laws  of 
method  applied  to  English ; reading  as  an  aid  to  literary  under- 
standing and  appreciation. 


References 

Bates.  Talks  on  the  Study  of  Literature.  (Houghton) 

Carpenter,  Baker  & Scott.  Teaching  of  English,  ch.  1,  2.  (Longmans) 
Chubb.  The  Teaching  of  English.  (Longmans) 

Corson.  Aims  of  Literary  Study.  (Macmillan) 

Haliburton  & Smith.  Teaching  Poetry  to  the  Grades.  (Houghton) 
Johnston.  High  School  Education,  ch.  11,  12.  (Senbress) 

MacMurry.  Special  Method  in  Literature  and  History 
Thomas.  How  to  Teach  English  Classics 

A splendid  collection  of  magazine  references  treating  of  all  aspects  of  English  teaching  will 
be  found  in  Johnston,  p.  488-93 

Thurber.  Various  articles  found  in  the  files  of  the  School  Review, 
Educational  Review  and  The  Academy 
Wissler.  The  Interests  of  Children  in  Reading.  Ped.  Sun,  5 1523-41 

Group  2 — History 

1 History  in  general 

The  functions  of  history : its  aims  and  educational  values.  The 
relation  of  history  to  civics.  Its  correlation  with  geography  and 


30 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


other  subjects.  The  chief  periods  of  history  and  their  relative 
value  under  varying  circumstances.  Order  in  which  they  should 
be  taught.  Importance  to  be  ascribed  to  chronology.  Methods 
of  approach  — biographical,  topical,  source  method,  intensive, 
extensive,  study  of  types,  oral  narrative,  textbooks,  reading  of 
historical  treatises,  use  of  globes,  maps,  pictures,  outlines  etc. 

References 

Bourne.  The  Teaching  of  History  and  Civics.  (Longmans) 

2 Elementary  history 

Aims  of  elementary  history  — interest  in  great  personalities, 
in  the  common  people  of  the  past,  the  origin  and  development  of 
ideas  and  institutions,  the  progress  of  inventions,  the  develop- 
ment of  social  disposition  and  knowledge  in  the  pupil,  develop- 
ment of  the  reproductive  imagination,  reasoning  about  the  con- 
tingent, intelligent  patriotism.  Importance  of  American  as  con- 
trasted with  European  history.  Order  of  procedure  through  the 
grades.  Arguments  for  and  against  the  chronological  order  (see 
references  i and  2 below).  Oral  treatment  of  history  stories. 
Change  of  method  with  growing  maturity  of  pupils. 

3 Secondary  history 

Specific  function  of  each  of  the  four  great  blocks  or  periods 
of  history  — Ancient,  Medieval  and  Modern,  English  and 
American.  Should  American  history  come  early  or  late  in  the 
high  school  course;  arguments  for  and  against.  Reasons  for  and 
against  the  short  course  in  general  history.  Relative  value  of 
the  various  standpoints  from  which  history  may  be  viewed — 
military,  constitutional,  political,  economic,  industrial,  literary. 
Methods  of  arousing  historical  interest;  use  of  sources.  Com- 
parison of  secondary  history  in  American,  German,  and  English 
schools.  Types  of  mental  training. 


Elementary 

Books  for  study 

Johnson,  H.  The  Problem  of 
Adapting  History  to  Children  in 
the  Elementary  Schools 
McMurray,  C.  Special  Method  in 
History.  (Macmillan) 


Secondary 

Books  for  study 

Bourne.  The  Teaching  of  History 
and  Civics.  (Longmans) 

Report  of  the  Committee  of  Five. 
(American  Historical  Associa- 
tion, 1911) 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


31 


Books  for  reference 
Report  of  the  Committee  of  Seven 
(1899).  (Macmillan) 

Report  of  the  Committee  of  Five 
(1911).  (American  Historical 
Association) 

Rice,  McMurray,  C.  A.  & F.  M., 
Lawrence,  Page.  The  Course  of 
History  in  the  Common  School. 
(Found  in  the  second  year  book 
of  the  National  Society  as  above) 
Salmon.  History : Suggestions  as 
to  Study  and  Teaching.  (Mac- 
millan) 

Some  Principles  in  the  Teach- 
ing of  History.  (First  Year  book 
of  the  National  Society  for  the 
Scientific  Study  of  Education. 
Chicago  Univ.  Press) 


Books  for  reference 
Barnes,  Mary  Sheldon.  Studies  in 
Historical  Method  (the  source 
method).  (Heath) 

History  Syllabus  for  Secondary 
Schools.  Historical  Sources  in 
Schools.  American  Civil  Govern- 
ment. An  Outline  Study  for 
Secondary  Schools.  (Reports  of 
three  committees  of  the  New 
England  History  Teachers  Asso- 
ciation) 

Keatinge.  Studies  in  the  Teaching 
of  History  (English  conditions). 
(Macmillan) 

Mace.  Method  in  History.  (Ginn) 
Salmon.  History:  Suggestions  as  • 
to  Study  and  Teaching.  (Mac- 
millan) 

Vincent.  Historical  Research.  An 
Outline  of  Theory  and  Practice. 


Group  3 — Mathematics 

1 Mathematics  in  general 

The  functions  of  mathematical  teaching;  its  aims  and  values. 
The  relation  of  mathematics  to  other  subjects.  The  various 
mathematical  subjects;  their  relation  to  each  other;  their  order 
of  acquisition.  The  arrangement  and  development  of  each  of 
the  mathematical  subjects.  Various  methods  of  presentation: 
topical,  logical,  psychological,  concentric,  spiral,  synthetic, 
analytic,  practical,  deductive,  inductive,  heuristic,  socratic,  labor- 
atory. Individual  and  class  instruction.  Objective  work.  Con- 
struction. Measurement  and  ratio.  Application.  Visual  aids : 
models,  apparatus,  graphs  etc. 

References 

Smith.  Teaching  of  Elementary  Mathematics.  (Macmillan) 

Young.  Teaching  of  Mathematics  in  the  Elementary  and  Secondary 
Schools.  (Longmans) 

2 Elementary  mathematics 

The  aims  of  mathematical  teaching  in  the  grades.  Arithmetic 
as  the  main  content.  Algebraic  and  geometric  aspects.  The 
standard  for  selection  of  materials.  Distribution  and  arrange- 
ment. Incidental  and  formal  instruction  in  the  earliest  grades. 
Logical  and  psychological  types  of  ,procedure : (1)  topical,  (2) 


32 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


spiral  (concentric),  and  (3)  mixed  methods  of  development. 
Abstract  and  applied  arithmetic;  memorization  and  reasoning; 
the  example  and  the  problem.  The  fundamental  combinations 
and  their  manipulation  in  complex  series.  Habituation  and  ra- 
tionalization in  computations.  The  use  of  special  algorisms,  oral 
forms,  and  written  arrangements.  Special  methods  for  obtain- 
ing accuracy,  independence  and  speed.  Mental  (oral)  and  writ- 
ten arithmetic.  Objective  teaching:  its  distribution;  its  materials 
(objects,  pictures,  diagrams,  games).  Inductive  and  heuristic 
teaching.  The  Perry  movement.  Practical  arithmetic. 

References 

McClellan  & Dewey.  Psychology  of  Number.  (Appleton) 

McMurry.  Special  Method  in  Arithmetic.  (Macmillan) 

Smith.  Teaching  of  Arithmetic.  (Teachers  College,  Columbia  Uni- 
versity) 

Suzzallo.  Teaching  of  Primary  Arithmetic.  (Houghton) 

3 Secondary  mathematics 

The  aims  of  mathematical  teaching  in  the  high  school.  The 
mathematical  subjects  taught:  algebra,  plane  geometry,  solid 
geometry,  trigonometry.  The  customary  order  of  study.  The 
simultaneous  teaching  of  algebra  and  geometry.  Correlation  of 
mathematics  and  physics,  geometry  ‘and  drawing,  trigonometry 
and  geometry,  algebra  and  arithmetic.  The  differentiation  of 
mathematics  for  various  classes  of  pupils.  The  use  of  definitions 
and  axioms.  The  aims  of  teaching  algebra.  The  topics  included. 
The  equation  as  the  central  topic.  The  function  concept.  Posi- 
tive and  negative  numbers.  The  translation  of  symbols.  Numer- 
ical aspects  of  algebra.  Applied  problems.  Checks.  Mechani- 
cal work.  The  aims  in  teaching  geometry.  Observational,  in- 
ventional  and  analytic  geometry.  Measurement,  drawing,  con- 
struction and  superposition  as  foundations  for  demonstration. 
Non-Euclidean  and  Euclidean  geometry.  Use  of  symbols.  Ex- 
perimental work.  Applied  geometry. 

References 

Evans.  Teaching  of  High  School  Mathematics.  (Houghton) 

Myers.  First  Year  Mathematics  for  Secondary  Schools.  (Univ.  of 
Chicago) 

Second  Year  Mathematics  for  Secondary  Schools.  (Univ.  of 

Chicago) 

Smith.  Teaching  of  Geometry.  (Ginn) 

Teaching  of  Elementary  Mathematics.  (Macmillan) 

Young.  Teaching  of  Mathematics  in  the  Elementary  and  Secondary 
Schools.  (Longmans) 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


33 


Elementary 

McClellan  & Dewey.  Psychology 
of  Number.  (Appleton) 

McMurry.  Special  Method  in 
Arithmetic.  (Macmillan) 

Smith.  Teaching  of  Arithmetic. 
(Teachers  College,  Columbia 
Univ.) 

Suzzallo.  Teaching  of  Primary 
Arithmetic.  (Houghton) 


Secondary 

Evans.  Teaching  of  High  School 
Mathematics.  (Houghon) 

Myers.  First  Year  Mathematics 
for  Secondary  Schools.  (Univ. 
of  Chicago) 

Second  Year  Mathematics  for 

Secondary  Schools.  (Univ.  of 
Chicago) 

Smithy  Teaching  of  Geometry. 
(Ginn) 


Group  4 — Science 
i The  teaching  of  science  in  general. 

The  function  of  science  teaching.  Differing  aims  in  the  ele- 
mentary and  secondary  schools.  Nature  study,  geography  and 
elementary  science  in  the  elementary  school.  Biology  (botany, 
zoology,  physiology),  physics,  chemistry  and  physiography 
(geography)  in  the  secondary  schools.  Their  relation  to  one 
another.  Their  order  in  the  curriculum.  Time  allotment.  Study 
by  types  and  topics.  Concentric  (spiral)  and  topical  procedures. 
The  use  of  observation  and  experiment.  Individual  and  class 
demonstrations.  The  laboratory.  Use  of  manuals,  text  and 
notebooks.  Observations  and  the  inductive  method.  Laws  or 
principles  and  the  deductive  method.  Scientific  teaching  as 
order  of  discovery  (heuristic),  verification  or  inquiry,  lectures, 
and  recitations.  Practical  applications. 


References 

Cooley.  Science  for  Education.  High  School  Bulletin  7.  Univ.  of 
the  State  of  New  York,  p.  578-94 

Coulter.  The  Mission  of  Science  in  Education.  Science,  n.  s.  12, 
p.  281-93 

Huxley.  Science  and  Education.  Collected  Essays,  v.  3.  (Macmillan) 
Lloyd  & Bigelow.  The  Teaching  of  Biology,  ch.  1.  (Longmans) 
McMurry.  Special  Method  in  Elementary  Science,  ch.  1,  2.  (Macmillan) 
Smith  & Hall.  The  Teaching  of  Chemistry  and  Physics  in  the  Secondary 
School,  p.  5-18.  (Longmans) 


2 The  teaching  of  nature  study  in  the  elementary  school 

Special  objects  of  the  nature  study  movement.  The  relation 
of  nature  study  to  science  teaching:  physical  science,  biology, 
geography.  Differences  of  attitude,  method  and  content.  The 
importance  of  first-hand  contact  with  nature.  The  interpreta- 
tion and  the  control  of  nature.  Sentimental  and  scientific  aspects 
of  nature.  Bird,  insect  and  other  animal  study;  plant  study, 


34 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


tree  study,  inanimate  nature  study.  The  uses  of  the  school  gar- 
den. Excursions  and  collections.  Special  devices:  window  box, 
terrarium,  aquarium,  museum.  The  improvement  of  the  school 
grounds.  Practical  bearings  of  nature  study  on  agriculture, 
horticulture,  hygiene,  and  industry.  Nature  study,  agriculture 
and  the  rural  school  problem.  Correlations  with  art  study  and 
literature. 

References 

Bailey.  Nature  Study  Idea.  (Macmillan) 

Coulter  & Patterson.  Practical  Nature  Study  and  Elementary  Agri- 
culture. (Appleton) 

Hodge.  Nature  Study  and  Life.  (Ginn) 

Holtz.  Nature  Study.  (Scribner) 

3 The  teaching  of  geography  in  the  elementary  school 

Purpose  of  school  geography  teaching.  The  relation  of  geog- 
raphy to  the  other  subjects;  nature  study,  history,  literature, 
arithmetic  etc.  Home  geography  as  a method  of  approach. 
Early  knowledge  of  world  as  a whole.  The  emphasis  on  conti- 
nental work..  The  plan  for  teaching  all  continents  twice ; its 
modifications.  Important  methods : spiral  or  concentric ; type 
study;  “imaginary  journey”;  topical.  The  dififering  value  of 
these  in  intermediate  and  grammar  grades.  The  place  of  physi- 
cal geography.  Industrial  and  commercial  aspects.  Political 
and  social  aspects.  The  use  of  texts  and  supplementary  readings. 
The  use  of  visual  aids:  maps,  globes,  apparatus  and  illustrations. 
Modeling;  map  drawing;  map  filling;  free-hand  drawing;  copy- 
ing and  memory  work. 

References 

Dodge.  Teaching  of  Geography  in  Strayer’s  Teaching  Process,  p.  281-98. 
(Macmillan) 

Geikie.  Teaching  of  Geography.  (Macmillan) 

McMurry.  Special  Method  in  Geography.  (Macmillan) 

Redway.  New  Basis  of  Geography.  (Macmillan) 

Sutherland.  Teaching  of  Geography.  (Scott,  Foresman) 

4 The  teaching  of  physics  and  chemistry  in  the  secondary 

schools 

The  special  purpose  and  value  of  the  physical  sciences.  Ex- 
tensive study  covering  both  physics  and  chemistry  versus  in- 
tensive study  of  one  or  the  other.  Physics  versus  chemistry  as 
the  first  course.  The  selection  of  materials.  Various  methods 
of  arranging  material:  (1)  nature  study  method,  (2)  theoretical 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


35 


method,  (3)  historic-systematic.  Extensive  and  intensive  meth- 
ods of  instruction.  Quantitative  and  qualitative  work.  Stages 
in  general  method:  (1)  observation  of  details,  (2)  generaliza- 
tion, (3)  application,  (4)  approximate  systematization  of  knowl- 
edge. Out  of  door  science.  Applied  or  industrial  science.  Ex- 
perimental work:  (1)  lecture  table  demonstration,  (2)  individual, 
group  and  class  laboratory  work.  Laboratory  work  as  order  of 
discovery,  proof  or  personal  investigation.  The  selection  of  ex- 
periments. The  supervision  of  experimentation.  Dangers  of 
formal  and  mechanical  work.  The  laboratory  manual.  The 
science  notebook.  The  use  of  texts.  Lectures,  recitations  and 
examinations. 

References 

Mann.  Teaching  of  Physics.  (Macmillan) 

Smith  & Hall.  Teaching  of  Chemistry  and  Physics  in  the  Secondary 
School.  (Longmans) 

5 The  teaching  of  biology  in  the  secondary  school 

The  special  value  of  biological  instruction.  Physical  or  bio- 
logical sciences  as  first  courses.  A general  biology  course. 
Biological  course  based  on  human  physiology.  Separate  courses  in 
botany,  zoology  and  physiology.  The  three-term  plan.  Separate 
courses  with  election.  Relation  of  biology  to  physiology,  hygiene 
and  temperance  instruction.  Biology  based  on  human  physiology. 
Economic  aspects  of  biology.  Selection  and  arrangement  of  ma- 
terials within  courses : ( 1 ) merely  descriptive  and  classificatory 
method;  (2)  study  of  types,  (a)  in  order  of  evolutionary  pro- 
gression or  ( b ) vice  versa;  (3)  comparative  study  of  plant  type  and 
animal  type;  (4)  procedure  by  scientific  divisions : morphology, 
physiology,  classification  and  ecology;  (5)  the  synthetic  method 
with  (a)  a morphological  or  ( b ) a physiological  emphasis.  Em- 
phasis on  general  ideas  rather  than  details.  Field  work.  The  use 
of  vivaria  (terraria,  aquaria).  The  use  of  the  microscope.  The 
laboratory  book.  The  value  of  drawings  and  notes. 

References 

Ganong.  Teaching  Botanist.  Revised.  (Macmillan) 

Lloyd  & Bigelow.  Teaching  of  Biology.  (Longmans) 

6 The  teaching  of  physiography  in  the  secondary  school 

Physiography  as  a secondary  school  study.  Its  relations  to 
the  other  natural  sciences.  Its  particular  value  as. a first-year 
course  in  science.  The  emphasis  on  land  forms  and  processes 


THE  UNIVERSITY  OE  THE  STATE  OF  NEW  YORK 


36 


versus  that  on  human  responses  (economic,  industrial,  commer- 
cial etc.).  The  proper  selection  of  materials  and  arrangement  of 
topics.  Treatments  : (1)  descriptive,  (2)  explanatory,  (3)  ap- 
plied. The  emphasis  on  causes  and  consequences.  Field  work. 
Laboratory  work.  Plottings  and  maps.  Models.  Lantern 
slides. 

References 

Davis.  Geographical  Essays,  ch.  1,  2,  4,  7.  (Ginn) 

Proceedings  N.  Y.  State  Science  Teachers  Association,  1901.  (Univ.  of 
State  of  N.  Y.) 

Report  of  Committee  on  Geography  for  Secondary  Schools.  (Jour,  of 
Geog.  March  1910) 


Elementary 

Nature  study 

Bailey.  Nature  Study  Idea.  (Mac- 
millan) 

Coulter  & Patterson.  Practical  Na- 
ture Study  and  Elementary  Agri- 
culture. (Appleton) 

Hodge.  Nature  Study  and  Life. 
(Ginn) 

Holtz.  Nature  Study.  (Scribner) 
Geography 

Dodge.  Teaching  of  Geography,  in 
Strayer’s  Teaching  Process, 
p.  281-97.  (Macmillan) 

Geikie.  Teaching  of  Geography. 
(Macmillan) 

McMurry.  Special  Method  in  Geog- 
raphy. (Macmillan) 

Redway.  New  Basis  of  Geography. 
(Macmillan) 

Sutherland.  Teaching  of  Geography. 
(Scott,  Foresman) 


Secondary 

Physics  and  chemistry 

Mann.  Teaching  of  Physics.  (Mac- 
millan) 

Smith  & Hall.  Teaching  of  Chem- 
istry and  Physics  in  the  Second- 
ary School.  (Longmans) 

Biology 

Ganong.  Teaching  Botanist,  re- 
vised. (Macmillan) 

Lloyd  & Bigelow.  Teaching  of 
Biology.  (Longmans) 

Physiography 

Davis.  Geographical  Essays,  ch.  1, 
2,  4,  7.  (Ginn) 

Proceedings  N.  Y.  State  Science 
Teachers  Association,  1901. 
(Univ.  of  State  of  N.  Y.) 

Report  of  Committee  on  Geography 
for  Secondary  Schools.  (Jour,  of 
Geog.  March  1910) 


Group  5 — Foreign  languages 

1 The  teaching  of  foreign  languages  in  general 

Linguistic  training  — a means  of  intellectual  and  emotional 
control  through  adequacy  of  expression ; the  perception  and  ex- 
pression of  distinctions  in  thought,  the  “ mastery  of  the  word  ” 
with  Greeks,  Romans  and  Christians ; aims  of  classical  philology ; 
the  study  of  grammar  as  concrete  introspection ; value  of  gram- 
mar for  appreciation  and  for  composition;  nature  and  limits  of 


SYLLABUS  FOR  COLLEGE  GRADUATE  CERTIFICATES 


37 


grammar  as  an  intellectual  discipline;  parts  of  grammar  that 
train  thought  continuously  and  parts  that  are  purely  conven- 
tional; function  of  grammar  in  leading  from  primitive,  to  culti- 
vated language  sense.  Literature  — as  a source  of  knowledge, 
in  ancient  and  in  modern  foreign  languages;  literature  as  art; 
its  function  in  revealing  the  inner  life  and  consciousness  of  a 
people;  misconceptions  concerning  the  function  of  literature  in 
foreign  languages  and  their  consequences  in  teaching;  com- 
parison of  the  present  value  of  literature  in  ancient  and  in  mod- 
ern foreign  languages. 

2 Latin  and  Greek 

History  of  these  subjects  in  the  schools  since  the  Revival  of 
Learning.  Their  present  status  in  the  following  particulars: 
utility  in  linguistic  training;  as  sources  of  literary  appreciation; 
as  means  for  developing  power  of  expression  in  English,  for 
making  the  meanings  of  words  more  precise,  for  enriching  the 
vocabulary,  and  for  interpreting  ' the  expressed  thought  of 
others.  Advantages  of  ancient  over  modern  languages  in  point 
of  progressive  yet  surmountable  difficulties  they  present  to  the 
student,  thus  training  him  to  sustained  effort.  Degree  of  uni- 
versality in  linguistic  discipline.  The  art  of  translation,  as  to 
its  universality  and  necessity,  and  the  methods  by  which  it  may 
be  conducted.  Relation  of  exercises  in  composition  to  the  matter 
read.  Needed  changes  in  matter  and  method  when  Latin  is 
begun  in  the  grammar  school. 

Books  for  study 

Bennett  & Bristol.  The  Teaching  of  Latin  and  Greek.  (Longmans) 
Hale.  Aims  and  Methods  in  Classical  Study.  (Ginn) 

The  School  for  the  Reform  of  Latin  Teaching.  Report  of  the  First 
Meeting  at  Bangor.  Contains  conference  reports  on  the  working  of 
the  new  method.  (G.  Bell  & Sons,  London) 

References 

Abbott.  Society  and  Policies  in  Ancient  Rome.  (Scribner) 

The  Common  People  of  Ancient  Rome.  (Scribner) 

Atkinson.  Dent’s  First  Latin  Book.  (J.  M.  Dent  & Co.  London) 

Hale.  The  Art  of  Reading  Latin.  (Ginn) 

Lodge.  The  Vocabulary  of  High  School  Latin.  (Teachers  College) 
Shorey.  The  Case  for  the  Classics.  (Controversial;  contains  extended 
bibliography  on  the  debate  concerning  classical  education.)  (School 
Review,  Nov.  1910) 

Tolman.  The  Art  of  Translating.  (Sanborn) 


3« 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 


3 French  and  German 

History  of  the  use  of  these  languages  in  modern  education. 
Their  utilitarian  value  in  the  United  States,  in  Europe ; their 
linguistic  value  as  contrasted  with  Latin.  Selection  and  grad- 
ing of  material  in  the  high  school,  in  grammar  grades.  Best  age 
for  beginning.  Variation  of  method  according  to  age  of  pupils. 
The  natural  or  the  translative  method.  The  “ reform  method  ” 
with  reference  to  pronunciation,  grammar,  conversational  use 
of  words  learned  and  practice  in  reading,  use  of  songs,  etc. 
Modification  of  these  methods  recommended  by  the  Committee 
of  Twelve.  Use  of  illustrative  material.  The  graphophone  as  an 
aid. 

Books  for  study 

Bahlsen.  The  Teaching  of  Modern  Languages.  (Ginn) 

Breul.  The  Teaching  of  Modern  Foreign  Languages  in  Secondary  Schools. 
(Macmillan) 

Jespersen.  How  to  Teach  a Foreign  Language.  (Macmillan) 

Report  of  Committee  of  Twelve  on  Modern  Languages.  (Contained  in 
N.  E.  A.  Report  on  College  Entrance  Requirements,  1899,  and  also 
issued  separately  by  the  U.  S.  Bureau  of  Education) 

References 

Armstrong.  Place  of  Modern  Languages  in  American  Education  (illus- 
trations from  French).  (School  Review,  Nov.  1911) 

Bagster-Collins.  The  Teaching  of  German  in  Secondary  Schools. 
(Macmillan) 

Brebner.  The  Method  of  Teaching  Modern  Languages  in  Germany. 
(Macmillan) 

Gouin.  The  Art  of  Teaching  and  Studying  Languages.  (Longmans) 
Sauveur.  Introduction  to  the  Teaching  of  Living  Languages.  Pamphlet. 
(Jenkins) 


